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ERIC Number: EJ1009869
Record Type: Journal
Publication Date: 2013-May
Pages: 14
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0141-0423
Very Early Language Skills of Fifth-Grade Poor Comprehenders
Justice, Laura; Mashburn, Andrew; Petscher, Yaacov
Journal of Research in Reading, v36 n2 p172-185 May 2013
This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth-grade students were identified as having poor comprehension skills ("n"=16), poor decoding skills ("n"=11) or typical reading skills ("n"=35) based on standardised assessments of word recognition and reading comprehension. Language comprehension and production during the toddler and preschool years were retrospectively compared across these subgroups. Compared with future typical readers and poor decoders, poor comprehenders had the lowest abilities on language assessments at 15, 24, 36 and 54 months. For nearly all contrasts, the difference between poor comprehenders and the other groups of readers exceeded 0.5 standard deviation in magnitude, indicating that the early language skills of poor comprehenders exhibit appreciable lags. (Contains 2 tables and 2 figures.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: MacArthur Communicative Development Inventory; Preschool Language Scale; Reynell Developmental Language Scales